The effects of different methods of teaching word processing on achievement of adult learners

The purpose of this study was two-fold: to compare the differences between students' learning achievements which would result from instructions by a Direct Instruction method and a Guided Exploration method; and to determine if interaction effects exist between the instructional methods and variables such as typing speed, attitudes toward computers, computer efficacy, learning preferences about the instructional methods, and cognitive styles of Field-Dependence/Independence. Forty-five adult beginning word processing users (14 males, 31 females) participated in an experiment to learn word processing (WordPerfect (c) Version 5). Each student was randomly assigned into one of nine small classes (ranging four to six people for each). Five of the classes were taught through a direct instruction, and another four classes were taught using a guided exploration approach. The Direction Instruction group received direct, step-by-step instructions for performing specific word processing tasks, and the Guided Exploration group received general demonstrations and limited help to learn specific word processing tasks through individual exploration. Both groups were taught the same topics in the same sequences by the same instructor.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Pan, Chyuan-an

Contributors dc:contributor

• Waugh, Michael L.

• Education, Adult and Continuing
• Education, Technology of
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1991 Pan, Chyuan-an

Language dc:language

eng

Identifier

AAI9136690
(UMI)AAI9136690

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21922